SUBJECT CHOICES FOR SIXTH FORM - For entry in 2021 For prospective students
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Contents Introduction A Level and BTEC Courses (in alphabetical order): Art/Design and Photography Biology Business and Business (BTEC) Chemistry Computer Science Drama and Theatre Studies Economics English Language English Literature Geography History Mathematics Mathematics and Further Mathematics Media Studies and Creative Digital Media Production (BTEC) Modern Languages: French, German and Spanish Music Philosophy Physical Education and BTEC Level 3 National Extended Certificate in Sport Physics Psychology Destinations of 2020’s Year 13
INTRODUCTION In 2020, our A level and BTEC students received outstanding results. Almost exclusively, every student gained entry to their first-choice university, joining those who were successful with their Apprenticeship and Art Foundation applications. Some of those starting university have taken up places to study PPE at Oxford, Mathematics and Physics at Durham, English at York, Media Production at Bournemouth, Marketing and Management at Loughborough, History at Birmingham, Sports and Exercise Science at Bath, Early Years Development at the Norland College, Computer Science at Royal Holloway and a full sports scholarship at the University of Houston, Texas. Others have chosen to take up careers in business, pilot training, the fire service and the Armed Services. The Sixth Form team fully supports each student in securing their individual post-18 plans. The students achieve these results through a combination of ability, hard work, superb teaching and the unstinting support they receive. We look after them, monitor them closely and offer an array of strategies to help them if they are struggling and to enable them to achieve the highest possible marks and grades. Many of them do far better than they or their parents would ever have thought possible. However good their final results are, A Levels and BTECs are no longer enough. To secure their post-18 goals, students need a range of skills, achievements and interpersonal skills. The Sixth Form aims to equip them for the challenges ahead and offers a diversity of experiences that are fun, stimulating and useful. This is an exciting time for the Sixth Form at Lingfield. We have introduced several new initiatives and the details of some of them are in the pages that follow. We hope that the range of A Levels and BTECs on offer, the quality of the teaching, the standard of the facilities and the superb post-18 support we offer preclude any need to look elsewhere. However, students do have to reach certain standards to join us in the Sixth Form, the details of which are set out on page 3. Academic Study in the Sixth Form In Year 12 we have increased our student/teacher contact time. Students will select three subjects (with a few choosing four). This may be a combination of A Levels and BTECs. Students should select subjects that they enjoy and want to study to a greater depth. They are advised to speak to their teachers to see if they have the ability to pursue a subject to a higher standard. Students will be asked to choose subjects in order of preference, including a reserve subject. Every effort will be made to offer students as many of their higher preferences as possible. Homework The homework set by staff should be regarded as a minimum and the successful Sixth Form student is one who broadens and deepens their knowledge through extra reading, note making and exercise completion. A Sixth Form student should, on average, expect five hours of homework per subject per week, although this will increase as exams approach. We would therefore expect students to be doing approximately three hours of effective study each evening, plus a further eight hours over a weekend.
Study Periods Provision is made for students to study quietly in School when they are not being taught. Students are supervised in the Study room to ensure a quiet working environment. Sixth Form Appraisal System Students are monitored closely by their tutor but are also helped to manage, and be responsible for, their own studies. Reports are sent home via iSAMS (our computerised database) at regular intervals throughout the two years. These give attainment grades based on assessed work, effort and target grades plus comments from the subject teachers, Tutor and Head of Sixth Form. Tutors are the first point of contact for parents for queries or clarification. If a student is underperforming, they are placed on Academic Monitoring; regular targets are set and progress reports are sent home. Academic Support It is important that we maintain a balance between helping the students become independent thinkers, who are able to manage their own studies, and providing academic support for those who need it. Tutorials are organised for students needing extra academic support through their subject areas. We run revision clinics at lunchtimes and after school. These are an opportunity for students of all abilities to get a little extra help that could just push them up to the next grade. After School and Saturday study sessions Supervised study sessions are in place after school every day and on Saturday mornings. Students can be put into sessions by their teachers or can choose to attend. Sixth Form Student Welfare Officer Our students’ mental health and wellbeing is extremely important to us. Our Student Welfare Officer, Mrs Walton, works closely with the Head of Sixth Form and is available every morning for the students to talk to.
Sixth Form Entry Requirements Applications for entry into our Sixth Form are warmly welcomed. We recommend that all prospective students attend our Sixth Form Open Evening to meet subject teachers and Sixth Form staff. Students interested in joining Lingfield College for Sixth Form are required to attend a taster day in January. This includes attending taster lessons in their preferred subjects, an interview with the Deputy Head of Sixth Form and an assessment to determine their suitability to study A Levels and BTECs. After the Taster day, if both parties are happy to proceed, we will apply for copies of Year 11 reports and predicted grades from the student’s current school. If an offer is made, it may stipulate which subjects the student can choose from to study at Lingfield. Should the student not get the necessary grades at GCSE level to study the subjects of his or her choice, then they will need to make an appointment with the Head of Sixth Form to choose more appropriate subjects to study. A minimum of an 8 grade is needed to study Mathematics, Science or MFL. In order to progress from Year 12 to Year 13, students must achieve a minimum standard in their end of year internal exams (see table below). Students who do not achieve this will have an interview with the Headmaster and the Head of Sixth Form before returning to Year 13. The Headmaster may not allow them to return or may ask them to re-sit Year 12. A Level, BTEC combination Minimum Standard 3 A Levels B,C,D 2 A Levels + 1 BTEC C,C, Merit 1 A Level + 2 BTEC C, Merit, Merit 3 BTEC Merit, Merit, Merit Sixth Form Scholarships Sixth Form Academic scholarships are awarded for 60 points from 7 subjects, granting a 15% discount. Additional Maths, which is only offered to our most able Mathematicians, does not carry a point tariff. GCSE Grade Lingfield Points 9 9 8 8 7 7 6 6 5 5 4 4 All Sixth Form Scholarship holders take part in a weekly Scholars session and work towards an Extended Project Qualification (EPQ). The EPQ is open to other Sixth Form students if they wish to do it. Students may gain Scholarships in more than one discipline; however, there is a cap on the discount available and combined Scholarships may not exceed 20% remission of fees.
WHAT ELSE IS ON OFFER? Outside Speakers As part of the students’ broader educational experience we host a series of specialist lunchtime talks in our Lecture Theatre. Students are encouraged to attend those of interest. Recent talks included: • Engineering • Law • Gap years • Medical school applications • Apprenticeships • Finance • Aerospace, communications and transport These are carefully selected to stimulate, enthuse, motivate and raise aspirations amongst our students. Enrichment Week At the end of Year 12, we run an overseas volunteering trip. Previous destinations include Kenya, Ghana and Sri Lanka. For students not involved in the overseas trip, we run an Enrichment Week, giving them the opportunity to engage in a range of activities such as a TEFL course (Teaching English as a Foreign Language), first aid, self-defence, food hygiene, car maintenance and the very popular chocolate workshop. Activities such as the food hygiene and first aid courses provide a certificated skill that students can add to their CVs. Volunteering Volunteering is an important part of the Sixth Form curriculum and an increasingly essential addition to the students’ CVs. Some go to the NCYPE (National Centre for Young People with Epilepsy) and help through reading, sport and art. Our Prep School Links team is attached to Prep School classes, visiting on a weekly basis to help with lessons and clubs. Students also find volunteering work through Worldwide Volunteering and this organisation gives a presentation to students each year. Students doing Duke of Edinburgh awards carry out a wide range of volunteering; for example, working in care homes, leisure centres and hospices. Year 13 students who wish to be mentors to our younger students receive mentoring training from the School Counsellor and meet with their mentee each week to offer advice and a friendly face. Sport Games forms a part of the Sixth Form timetable. Students will have access to all major team sports such as football, hockey, netball and rugby sevens in the winter and spring terms. Cricket, tennis, athletics and rounders are on offer in the summer. The expanding fixture list against other local independent schools gives plenty of opportunity to represent the School at all levels of ability. There is also a broad range of other sports and activities, both on and off campus, offered for students to try throughout the year. Climbing, squash, racketball and
gym facilities are used at K2. Pilates and Springfit (gymnastic trampolining) classes are held at the School. Badminton, table tennis and the use of the fully equipped fitness suite and sports hall are also options on offer for all members of the Sixth Form. Extended Project Qualification The Extended Project Qualification (EPQ) is an opportunity for students to develop their own interests through independent research under the guidance of a supervisor. The EPQ gives students control over their area of investigation. It is compulsory for scholarship holders. The EPQ has four parts. Firstly, students attend a 30-hour taught course, which covers the skills necessary to conduct an independent investigation or research project. Students then produce a ‘log’ which charts the origins, progress and setbacks of their investigation, and reflects, critically, upon what they have achieved over the course of completing the EPQ. There is also a ‘product’ which usually takes the form of a 5,000-word essay, but it can also be an event which is managed by the student, or an artefact created by the student. Finally, students make a ten-minute presentation on their work to a live audience. Previous projects have included: • What material and design challenges stand in the way of the creation of an elevator to the moon? • Can you keep yourself safe using body language? • To what extent with ethical issues render head transplants unfeasible? • Does bilingualism have a positive impact on educational development? Discursive Writing Competition The Discursive Writing Competition is open to all Sixth Form students and is an opportunity to produce a project exploring and expressing their opinions on current affairs and issues that matter to them. They can devise their own question and are encouraged to undertake wide ranging research to inform their final presentation that can take the form of a speech, editorial article, formal essay or short documentary. The most recent winning title was “Are the Health Risks Surrounding Vaping Merely Smoke and Mirrors?”. Careers Guidance Careers guidance at Lingfield has expanded significantly. Students currently at Lingfield are likely to have several career changes during their working life and it is important for them to identify specific areas of interest and transferable skills which will prepare them for the future. The development programme already underway includes the on-going training of tutors and the setting up of a work experience database. Much of the careers guidance students receive is aimed at choosing suitable university courses. We have a well-established pathway for advising students about UK university applications through UCAS and are developing further links to advise students about studying abroad, in particular supporting students with their USA applications.
Our Careers Advisor, Maggie Mortleman, who has twenty years’ experience working in the Recruitment industry, is in school two days a week. She runs a programme of careers workshops, which include CV writing skills, networking and research skills using LinkedIn, the importance of work experience and how to find it, degree apprenticeships and how to prepare and research for interviews. Mrs Mortleman provides additional support and training for students to deal with new emerging recruitment practises. For example artificial intelligence interview techniques, assessment centre days and skills based interviews and holds one-to-one meetings with all students to provide them with the guidance to develop an action plan to help with their decisions after A Levels, particularly those that want to prepare for degree apprenticeships. Work Experience Database Recent work experience has included Thales, Meridian Radio, PWC, Mace Group, Close Brothers, John Lewis, Nestlé, Atkins and the Queen Victoria Hospital. Parents of all Lingfield students are invited to contact Mrs Mortleman if they are able to offer work experience for students in Years 11-13. Suitable work experience strengthens applications to many university courses and is essential for disciplines such as Medicine and Teaching. The career ambitions of Lingfield students are wide-ranging and we welcome the opportunity for them to gain some insight into the workplace in their proposed discipline. We are particularly interested to hear from parents involved in business, finance, law, media and advertising, engineering and all healthcare professionals. Careers Fair The Lingfield Careers Fair takes place every two years in the Spring term, the next being in 2022. The organising team includes Sixth Form volunteers who help by communicating the event to students beforehand and ensuring the smooth running of the day. The Fair includes a broad selection of careers and has included specialists in the apprenticeships field, such as Nestlé and John Lewis. Lingfield alumni are invited to give short talks throughout the day, not just about their experience of higher education and getting into the world of work, but also those who have chosen a different path towards their career choice. Students prepare for the Fair through their PSE programme. Lingfield Alumni We are keen to involve former Lingfield students who are always willing to give something back to the School. We keep in contact with former students once they leave us as we continue to take an interest in their career development long after they leave School. We welcome visits from former students who are able to give an insight into their university courses and subsequent experiences in the job market, as the information they can pass on to existing students is invaluable. Privileges and New Responsibilities The Sixth Form operates on a system of trust. It recognises the need for young adults to develop in an atmosphere of freedom, but also one which encourages responsibility. The Sixth Formers enjoy a different working relationship with staff and their own space within the School. They have greater control over their use of their time but they are also the leaders
in our community, serving as School Officials, House Captains, Subject Captains and Prefects. They show enthusiasm and support for School events and are often responsible for developing new initiatives. They are expected to help with the organisation and running of the Lower School. Alison Folkard Head of Sixth Form
ART AND DESIGN Fine Art and Photography Who are we looking for? Fine Art and Photography are both academic and creative subjects. Students will need to have the ability to carry out extensive research, experiment, develop ideas and present well- informed concepts and outcomes. Time management on these courses is essential. Art students will: - Students opting to study Fine Art at A Level will require a GCSE in Art - They will need to have achieved a level 9-6 but a 9-7 is preferable - Need to be organised, focused and passionate about Art - Need excellent drawing and visual language skills - Be able to take risks and experiment with processes and ideas - Be creative, imaginative and forward thinking - Be able to generate your own concepts and develop outcomes - Need to be able to work independently and be willing to act on feedback Photography students will: - Ideally have studied GCSE Art or Media and have achieved a level 9-6 (although this is not essential, potential students MUST demonstrate a proven passion for the subject) - Need to have a genuine interest in Photography, as it is a very demanding subject and is highly time consuming - Be able to generate exciting concepts with real meaning behind outcomes - Be able to write analytically about the work of a range of traditional and contemporary photographers - Need to be organised, self-motivated and able to present work to a high quality - Be keen to learn about the technical aspects of photography - Be creative, imaginative and forward thinking The Specification: Our Edexcel A Level in Art and Design has been designed to ensure that students not only develop practical artistic skills and abilities, but also study Art and Design and its various contexts. So, in addition to making artefacts, students will be encouraged to reflect on their own work and on the work of others and will develop aesthetic understanding and critical judgement. Students will also develop intellectual, imaginative, creative and intuitive powers, as well as investigative, analytical, experimental, practical, technical and expressive skills. The Four Assessment Objectives include: A01: Develop ideas through sustained and focused investigations informed by contextual and other sources demonstrating analytical and critical understanding. A02: Experiment with and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
A03: Record in visual and other forms ideas, observations and insights relevant to intentions, demonstrating an ability to reflect on work and progress. A04: Present a personal, informed and meaningful response demonstrating critical understanding, realising intentions and, where appropriate, making connections between visual, oral or other elements. Studying Art/Photography at A Level Studying Fine Art/Photography at A Level is very rewarding and students will have the opportunity to explore their own ideas and develop exciting outcomes. Lessons are divided up between whole class workshops to help develop skills, personal tutorials, group critiques and independent study. Students receive personal weekly feedback and targets and this allows them to develop concepts that are individual to them. In Year 13, students complete a personal investigation and, as part of this project, they produce a written essay that explores their concept. This research essay supports students’ practical work and allows them to demonstrate a deeper understanding of their theme and influences. The Externally Set Assignment is released on 1st February and contains a theme and suggested starting points. Students have from 1st February until the commencement of the final 15-hour period of sustained focus to develop preparatory studies. The 15-hour period of sustained focus under examination conditions may take place over multiple sessions (usually held at the beginning of May). What else do we offer? - We offer two dark room days, life drawing opportunities and a two-day exam preparation open studio during the Easter holidays - A Level students have their own studio to work in outside of lessons - Open studio runs Tuesday to Thursday from 4-6pm - All Art and Photography students are expected to visit galleries in their own time Housekeeping Students will incur a cost of approximately £60 for a starter pack which includes Art: Sketchbook, portfolio, top up materials pack. Photography: Sketchbook, film, photographic paper, darkroom paper NB. Students must ensure they wear protective clothing. The school does not accept responsibility for damage to clothing. Students must accept responsibility for the storage of their artwork in their plan chests and subsequent collection of their artwork. Victoria Lewis Head of Art
BIOLOGY To study Biology at AS or A Level, students are expected to have achieved a grade 8 or 9 in GCSE Biology. Separate GCSE Biology is highly recommended as a precursor to studying A Level Biology. The Subject and its Potential Biology provides access to a wide range of career and education opportunities, such as a degree course in Biology, Zoology, Botany, Biochemistry, Medicine, Nursing, Dentistry, Psychology, Pharmacy, Environmental Science, Microbiology or Biotechnology and many others. Aims of the Course • to build on concepts and skills that will have been developed in the GCSE Science specifications, presenting Biology as exciting, relevant and challenging. • to present essential principles in contexts that students find interesting and stimulating. • to develop practical skills alongside understanding of concepts and principles. • to foster the application of knowledge. Course Structure At Lingfield College we will be offering the AQA specification in Biology for AS and A Level to provide a seamless progression from the AQA GCSE in Biology. Students will be expected to attend a weekend day trip during each year of the course and a residential field course in the summer term. The Assessment Objectives Examined in the AS and A Level Biology Course are: • AO1 knowledge and understanding • AO2 application and analysis • AO3 analyse, interpret and evaluate scientific information, ideas and evidence Subject Content Sections 1–4 are designed to be covered in the first year of the A Level and are also the AS subject content. 1. Biological Molecules 2. Cells 3. Organisms Exchange Substances with their Environment 4. Genetic Information, Variation and Relationships Between Organisms Sections 5-8 are designed to be covered in the second year of the A Level. 5. Energy Transfers in and Between Organisms (A Level only) 6. Organisms Respond to Changes in their Internal and External Environments (A Level only) 7. Genetics, Populations, Evolution and Ecosystems (A Level only) The Control of Gene Expression (A Level only).
AS Level Assessment At AS Level, sections 1-4 are assessed by two papers, each weighted to 50% of the course. Assessment of practical skills in the AQA AS specification will be by written exams only and 15% of the marks in the papers will relate to practical work. A Level Assessment At A Level sections 1-8 are assessed by three papers weighted as follows: Paper 1 and 2 will have a weighting of 35% of the course each and Paper 3 will have a weighting of 30% of the course. At A Level, practical assessments have been divided into those that can be assessed in written exams and those that can only be directly assessed whilst students are carrying out experiments. A Level grades will be based only on marks from written exams. Overall, at least 15% of the total marks for the A Level will be awarded by the assessment of practical skills. A separate endorsement of practical skills will be taken alongside the A Level. This will be assessed by teachers and will be based on direct observation of students’ competency in a range of skills that are not assessable in written exams. Teachers will assess students against Common Practical Assessment Criteria (CPAC) issued by the awarding organisations. Students who demonstrate the required standard across all the requirements of the CPAC will receive a ‘pass’ grade. Further Information about the AS and A Level Biology Assessments Additionally, at least 10% of the marks in assessments for Biology will require the use of mathematical skills. These skills will be applied in the context of Biology A Level and will be at least the standard of higher tier GCSE Mathematics. Textbooks The course will be supported by text books. These are purchased by the students. Jonathan Grant Head of Biology Head of Science
BUSINESS A Level The Subject and its Potential A Level Business provides students with access to a wide range of possible career and higher education opportunities through learning about different types of businesses, their objectives, how they operate, how they are organised, how they market themselves and the strategies they put in place for success. Students develop skills that they can use in either planning their own business start-up or for working within a variety of organisations. A Level Business combines well with a range of Social Science, Humanities and Mathematics subjects, leading to university courses in areas such as Management, Marketing, Human Resources, Law, Accountancy and Economics. Aims of the Course • to develop students’ understanding of organisations and the markets they serve and the processes of adding value and decision-making in a dynamic external environment • to make students aware of the economic, environmental, ethical, legal, governmental, social and technological issues associated with business activity. • To enable students to gain the sort of analytical skills that will enable them to work successfully in management roles, or to pursue higher qualifications. Course Structure – Content and Assessment The course followed is Edexcel Business and all assessment is at the end of Year 13. The course is structured around 4 key themes: Theme 1 – Marketing and People • Meeting customer needs • The market • Marketing mix and strategy • Managing people • Entrepreneurs and leaders Theme 2 – Managing Business • Raising finance • Financial planning • Managing finance • Resource management • External influences Theme 3 – Business Decisions and Strategy • Business objectives and strategy • Business growth • Decision-making techniques • Analysing competitiveness • Managing change
Theme 4 – Global Business • Globalisation • Global markets and business expansion • Global marketing • Global industries and companies (multinational corporations) Assessment At A Level, all the exams are at the end of Year 13 and comprise three two hour papers as follows: Paper 1 – Marketing, People and Global Business (testing topics in themes 1 and 4) Paper 2 – Business Activities, Decisions and Strategy (testing topics in themes 2 and 3) Paper 3 – Investigating Business in a competitive environment (testing topics across all 4 themes and based upon a pre-release case study) Students sit an internal exam at the end of Year 12, not the external AS exam. For more information about the qualification see the Edexcel website below: http://www.edexcel.com/quals/gce/gce15/business/Pages/default.aspx Joss Bolton Head of Economics & Business
BUSINESS BTEC Level 3 Nationals Qualification The Subject and its Potential BTEC Business provides students with a vocational alternative to A Level Business, with assessments spread across the two years of Sixth Form and with a mixture of internal coursework, external exam and controlled assessment units. The course provides access to a wide range of possible career and higher education opportunities through practical-based learning about different types of businesses, their objectives, how they operate, how they are organised, how they market themselves and aspects of finance. Students develop skills that they can use in either planning their own business start-up or for working within a small, medium, large organisation. The emphasis is on practical knowledge and skills. Business (BTEC) combines well with other BTECs and a range of Social Science, and Humanities subjects. It can lead to entry onto school leaver programmes, such as apprenticeships, or to university courses in areas such as Management, Marketing, Human Resources, Law and Accounting. Aims of the Course • to develop students’ understanding of organisations and the markets they serve • to make students aware of personal financial decisions they will make in their lifetime, and the importance of finance to business success • to allow students to appreciate what is required to develop a marketing campaign for a small or medium sized business • to study aspects of our Criminal Justice system though the Law unit (23 below) Course Structure – Content and Assessment The course followed is Pearson BTEC Level 3 Business (Extended Certificate). Students study Units 1 & 3 in Year 1, and Units 2 & 23 in Year 2. External Assessment 58% of the course is externally assessed while the remainder of the course is assessed through coursework internally. The external assessments are as follows:
For more information see the Pearson website below: http://qualifications.pearson.com/en/qualifications/btec-nationals/business-2016.html Joss Bolton Head of Economics and Business
CHEMISTRY To study Chemistry A Level, students are expected to have achieved a grade 8 or 9 in GCSE Chemistry. Separate GCSE Chemistry is highly recommended as a precursor to studying A Level Chemistry. We also recommend sitting A Level Mathematics in conjunction, although this is not a prerequisite. The Subject and its Potential What can I do with Chemistry A Level? Almost anything! However, Chemistry A Level is particularly important for medicine, pharmacy, veterinary science, and careers in chemical engineering, the chemical industry and agriculture. Aims of the Course The qualification aims to: stimulate and sustain your interest in, and enjoyment of, Chemistry show the relationship between the development of the subject and its application and to recognise the value of Chemistry to society and how it may be used responsibly develop skills in laboratory procedures and techniques. Course Structure We will be offering the new AQA specification in Chemistry for A Level to provide a seamless progression from GCSE Level Chemistry. Students will be expected to attend day trip during each year of the course. Assessment Objectives The Assessment Objectives examined in the A Level Chemistry course are: • AO1 knowledge and understanding • AO2 application and analysis • AO3 analyse, interpret and evaluate scientific information, ideas and evidence Subject Content Sections 1-4 are designed to be covered in the first year of the A Level. 1. Atomic structure and Bonding 2. Energetics, Kinetics and Redox 3. Groups 2 and 7 Chemistry 4. Organic Functional Group Chemistry Sections 5-9 are designed to be covered in the second year of the A Level. 5. Thermodynamics and Equilibrium 6. Acids and Bases 7. Period 3 and Transition Metal Chemistry 8. Functional Group Chemistry 9. Organic synthesis and analysis
A Level Assessment At A Level, sections 1-9 are assessed by three papers weighted as follows: Paper 1 and 2 will have a weighting of 35% of the course each and Paper 3 will have a weighting of 30% of the course. At A Level, practical assessments have been divided into those that can be assessed in written exams and those that can only be directly assessed whilst students are carrying out experiments. A Level grades will be based only on marks from written exams. Overall, at least 15% of the total marks for the A Level will be awarded by the assessment of practical skills. A separate endorsement of practical skills will be taken alongside the A Level. This will be assessed by teachers and will be based on direct observation of students’ competency in a range of skills that are not assessable in written exams. Teachers will assess students against Common Practical Assessment Criteria (CPAC) issued by the awarding organisations. Students who demonstrate the required standard across all the requirements of the CPAC will receive a “pass” grade. Further information about the A Level Chemistry Assessments Additionally, at least 20% of the marks in assessments for Chemistry will require the use of mathematical skills. These skills will be applied in the context of Chemistry A Level and will be at least the standard of higher tier GCSE Mathematics. Textbooks The course will be supported by text books. These are purchased by the students. Paul Rickard Head of Chemistry
COMPUTER SCIENCE The Subject and its Potential Computer Science is a practical subject where you can apply the academic principles learned in the classroom to real-world systems. It’s an intensely creative subject that combines invention and excitement, that can look at the natural world through a digital prism. The course will give you the opportunity to learn computational thinking, helping you to develop the skills to solve problems, design systems and understand the power and limits of human and machine intelligence. What will I study? The qualification will be focused on programming and emphasise the importance of computational thinking as a discipline. There’ll be an expanded maths focus, much of which will be embedded within the course. Aims of the Course The aims of Computer Science are to enable learners to develop: An understanding of and ability to apply the fundamental principles and concepts of Computer Science including: • The ability to analyse problems in computational terms through practical experience of solving problems. • The capacity for thinking creatively, innovatively, analytically, logically and critically. • The capacity to see relationships between different aspects of Computer Science. Course Structure Component 01 - Computer Systems: Software and its development, Types of programming languages, Data types, representation and structures, Exchanging data and web technologies, Following algorithms, Using Boolean algebra, Legal, moral and ethical issues. Component 02 - Algorithms and Programming: Elements of computational thinking, Programming and problem solving, Pattern recognition, abstraction and decomposition, Algorithm design and efficiency, Standard algorithms, there’ll be a short scenario/task in the exam paper, which could be an algorithm. You will be required to analyse it and provide a suitable solution. Component 03 Programming project: You, with the guidance of your teacher, will select your own user-driven problem of an appropriate size and complexity to solve. This will enable you to demonstrate the skills and knowledge necessary to meet the Assessment Objectives. You will need to analyse the problem, design & implement the solution and give a thorough evaluation.
Assessments: Computer Science A Level will be fully linear so assessment of your knowledge and understanding of the whole course takes place at the end of two years of study. The A Level will consist of three components, two of which will be externally marked question papers making up 80% of the qualification. The other 20% will be the coursework project, which will have an emphasis on coding and programming. The assessment structure for the course is as follows: 01 Computer Systems: Marks: 140; Duration: 2 hr 30 mins; Weighting: 40% 02 Algorithms and Programming: Marks: 140; Duration: 2 hr 30 mins; Weighting: 40% 03 Programming project: Marks: 70 marks; Weighting: 20% What other subjects go well with Computer Science? Traditionally Computing has often been combined very successfully with a Science or Mathematics. However in the modern computer industry people come from all sorts of backgrounds very often not remotely mathematical. Communication skills are often as important as a logical mind. After the course? You can, based on your results, apply for Computer Science/Software Engineering related disciplines at university or take an apprenticeship route to gain experience and qualifications as a software engineer/software developer etc. Benjamin Monk Head of Computer Science
DRAMA AND THEATRE STUDIES The Subject and its Potential Employment in the creative industries is growing at twice the national rate, and now accounts for more than 6% of all jobs in the UK according to 2019 data from The UK Department for Digital, Culture, Media and Sport. Drama and Theatre Studies is accepted by all universities and colleges in line with all other academic subjects. Beyond that, employers increasingly favour the creativity, problem solving, and communication skills covered in Theatre Studies through working both practically and academically in a collaborative environment. “Many jobs require additional and very human qualities like communication, empathy, creativity, strategic thinking, questioning, and dreaming. Collectively, we often refer to these qualities as “soft skills,” but don’t let the name fool you; these soft skills are going to be hard currency in the job market as AI and technology take over some of the jobs that can be performed without people.” (Bernard Marr, internationally best-selling author, popular keynote speaker, futurist, and a strategic business & technology advisor to governments and companies). Qualifications It is not necessary to have taken GCSE Drama but an interest and some experience in the subject is essential. A willingness and enthusiasm to participate within a group and sound literary skills are needed. There is a minimum number of three students needed for the course to run. Course Structure Pearson Edexcel Drama and Theatre (Course code 9DR0) A Level comprises Components 1, 2, 3. The A Level course consists of two coursework components and one externally examined paper. Component 1: Devising (code: 9DR0/01) Coursework 40% of the qualification 80 marks Content overview • Devise an original performance piece • Use one key extract from a performance text and a theatre practitioner as stimuli • Centre choice of text and practitioner • Performer or designer routes available Assessment overview • Internally assessed and externally moderated • There are two parts to the assessment: 1) A portfolio (60 marks): (30% of qualification) Written evidence of between 2500-3000 words or recorded/verbal evidence between 12-14 minutes or combination. 2) The devised performance /design realisation (20 marks): (10% of qualification).
Component 2: Text in Performance (code: 9DR0/ 02) Coursework 20% of the qualification 60 marks Content overview • A group performance / design realisation of one key extract from a performance text. • A monologue or duologue performance design realisation from one key extract from a different text. • Centre choice of performance texts Assessment overview • Externally assessed by a visiting examiner • Group performance / design realisation: worth 36 marks (12% of qualification) • Monologue or duologue/ design realisation: worth 24 marks (8% of qualification) Component 3: Theatre Makers in Practice (code: 9DR0 / 03) Written examination: 2hrs 30 mins 40% of the qualification 80 marks Content overview • Live theatre evaluation – choice of performance. • Practical exploration and study of a complete text – focusing on how this can be realised for performance. • Practical exploration and interpretation of another complete performance text, in light of a chosen practitioner – focusing on how this text could be reimagined for a contemporary audience. • Centre choice of 15 performance texts. • Choice of 8 practitioners Drama and Theatre and transferable skills Cognitive skills: Non-routine problem solving, systems thinking, critical thinking, ICT literacy Interpersonal skills: Communication, relationship-building, collaborative problem solving Intrapersonal skills: Adaptability, self-management and self-development Drama and Theatre beyond School Drama is a popular subject at degree level and many universities offer single and joint honours courses. Drama schools offer an alternative training for the exceptionally gifted, but these are highly competitive and do not always offer a degree course. Drama and Theatre Studies develops transferable skills well suited to careers in any of the following areas: Creative Arts Law Teaching/coaching Management/Leadership Journalism Entrepreneurship Police Social care/nursing Psychology Event Planning Josh McEwan Director of Drama
ECONOMICS The Subject and its Potential Economics is broadly divided into two main areas – microeconomics and macroeconomics. Microeconomics deals with the actions of individual firms or markets. Economic theory and concepts are studied then applied to reality, through contemporary issues such as: Government policy to reduce household waste; intervening in markets where firms are able to exploit consumers through monopoly powers; how to tackle rising obesity levels; how to alleviate inequality, resolving issues around the supply of adequate housing. Macroeconomics deals with the economy as a whole. Students analyse changes to the economy through understanding the impact of policy on inflation, unemployment, the balance of payments and international trade. Students will apply economic theory to current problems and issues, such as: How the government should stimulate sustainable growth in the UK economy; the impact of growing protectionism for developed and developing economies; the effectiveness of policy to overcome such issues as unemployment caused by the development of AI. Aims of the Course Many students study Economics with a view to continuing to university level or starting careers in government, financial and corporate roles. The course also prepares students to understand what goes on in the economy that will affect them at different stages of their own personal life. The course strongly emphasises development of critical thinking skills. Course Structure The course followed is AQA Economics 7136 which has all assessment at the end of Year 13. The course is structured around 2 key themes: Theme 1- Individuals, Firms, Markets and Market Failure • Economic methodology and the economic problem • Individual economic decision making • Price determination in a competitive market • Production, costs and revenue • Perfect competition, imperfectly competitive markets and monopoly • The labour market • The distribution of income and wealth: poverty and inequality • The market mechanism, market failure and government intervention in markets
Theme 2 - Macroeconomics • The measurement of macroeconomic performance • How the macro economy works: the circular flow of income, AD/AS analysis and related concepts • Economic performance • Financial markets and monetary policy • Fiscal policy and supply-side policies • The international economy Assessment At A Level, all the exams are at the end of Year 13 and comprise three two hour papers as follows: Paper 1 – Markets and Market Failure (testing topics in Theme 1) Paper 2 – National and International Economy (testing topics in Theme 2) Paper 3 – Economic Principles and Issues (testing topics across both Themes 1 and 2) Students sit an internal exam at the end of Year 12, not the external AS exam. For more information, see the AQA website below: http://www.aqa.org.uk/subjects/business-subjects/as-and-A Level/economics-7135-7136 Joss Bolton Head of Economics & Business
ENGLISH LANGUAGE The Subject and its Potential Students of AS or A Level English Language have a wide range of skills open to them as many of the skills learned are transferable. These include writing for a variety of audiences and purposes, responding to written and spoken texts and expressing informed and independent opinions. English Language (or Linguistics) can be studied in Higher Education as a single subject or in combination with many other subjects such as History, Media, Law, Politics and Foreign Languages. Aims of the Course This course is suitable for those who have an interest in how and why the English language has developed in the way that it has. It is studied as a living entity from earliest times right up to the changes which are taking place because of the technology of today. It reflects English both spoken and written in the real world and students are taught to be discriminating in their reading and aware of the manipulation apparent in many kinds of speech. Course Structure and Assessment We follow the syllabus offered by the AQA board. Students are able to gain either an AS Level or an A Level in English Language. The two can be co-taught but we strongly encourage students to consider the A Level option. Assessments Paper 1: Language and the individual What’s assessed: • Textual variations and representations • Methods of language analysis are integrated into the activities Written exam (1 hour 30 minutes), 70 marks Questions: Textual variations and representations Two texts, linked by topic or theme. • A question requiring analysis of one text (25 marks) • A question requiring analysis of a second text (25 marks) • A question requiring the comparison of the two texts (20 marks) Paper 2: Language varieties What’s assessed: • Language diversity • Writing Skills • Methods of language analysis are integrated into the activities
Written exam (1 hour 30 minutes), 70 marks Questions: Section A – Language Diversity: A discursive essay on language diversity, with a choice of two questions (30 marks) Section B – Language discourses: A directed writing task on attitudes to language (40 marks) A Level Subject Content • Textual variations and representations • Children’s language development • Language diversity and change • Language discourses • Writing skills • Language investigation • Original writing • Methods of language analysis underpin each component. Assessments Paper 1: Language, the individual and society What’s assessed: • Textual variations and representations • Children’s language development • Methods of language analysis are integrated into the activities Written exam (2 hours 30 minutes), 100 marks, 40% of A Level Questions: Section A: Textual variations and representations Two texts (one contemporary and one older text) linked by topic or theme. • A question requiring analysis of one text (25 marks) • A question requiring analysis of a second text (25 marks) • A question requiring the comparison of the two texts (20 marks) Section B – Children’s language development A discursive essay on children’s language development, with a choice of two questions where the data provided will focus on spoken, written or multimodal language (30 marks) Paper 2: Language diversity and change What’s assessed: • Language diversity and change • Language discourses
• Writing skills • Methods of language analysis are integrated into the activities Written exam (2 hours 30 minutes), 100 marks, 40% of A Level Questions: Section A: Diversity and change • One question from a choice of two: • Either: an evaluative essay on language diversity (30 marks) • Or: and evaluative essay on language change (30 marks) Section B – Language discourses Two texts about a topic linked to the study of diversity and change. • A question requiring analysis of how the texts use language to present ideas, attitudes and opinions (40 marks) • A directed writing task linked to the same topic and the ideas in the texts (30 marks) Non-exam assessment: Language in action What’s assessed: • Language investigation • Original writing • Methods of language analysis are integrated into the activities Assessed: word count 3,500, 100 marks, 20% of A Level. Assessed by teachers, moderated by AQA. Tasks: Students produce: • A language investigation (2,000 words excluding data) • A piece of original writing and commentary (1,500 words total) Alex Sweetlove Head of English
ENGLISH LITERATURE The Subject and its Potential English Literature offers students a wide range of possible higher education and career paths. The skills developed are in high demand from employers and universities. The subject develops independent and critical thought, research skills and the power to express ideas effectively and succinctly in both spoken and written forms. Aims of the course Anyone studying for an A Level in Literature must be an avid reader, confident and able to discuss the various issues that Literature presents. Analytical responses to poetry, prose and drama texts nurture independent and collaborative thinking together with a critical and philosophical open mindedness. Course Structure We follow the Edexcel Exam Board syllabus and students all study the full A Level. Paper 1 Drama (30%) Students will: • Study on Shakespeare play and one other drama from either tragedy or comedy- both texts may be selected from one or both of these categories. We have chosen to study Tragedy: Othello and A Streetcar Named Desire by Tennessee Williams. • Study a collection of critical essays related to their selected Shakespeare play. Students’ preparation is supported by: Shakespeare: A Critical Anthology provided by the board. Paper 2 Prose (20%) Students will: • Study two prose texts from a chosen theme. At least one of the prose texts must be pre-1900. Our chosen theme is The Supernatural and we compare Dracula by Bram Stoker and The Little Stranger by Sarah Waters. Paper 3 Poetry (30%) Students will: • Study poetic form, meaning, language, style and conventions in a wide range of modern poetry including the set texts from the Poems of the Decade: An Anthology of the Forward Books of Poetry 2002-2011 • Study aspects of an established literary canon from the pre-1900 selection set by the exam board. We have selected to study the work of John Keats Non-Examined Assessment (Coursework) 20% Students will have a free choice of two literary texts to study in comparison. Chosen texts must: • Be different from those studied in the exam components and not in translation. • Be complete texts that may be linked by theme, movement, author or period. • Be selected from poetry, drama, prose or literary non-fiction… Alex Sweetlove Head of English
GEOGRAPHY The Subject and its Potential Geography is a subject which aims to understand the nature of the physical and human environment whilst unravelling the debates surrounding the contemporary challenges facing the world today. The subject appeals to those who want a greater understanding of the world we live in from the physical processes that underpin and impact life on Earth to the growing influence of the human society in which we live. Geography is a hugely important and relevant subject today due to the growing awareness of environmental destruction, inequalities and geopolitical conflicts. Geography bridges the Arts/Science barrier and consequently combines well with many subjects such as Biology, Physics, Mathematics, English, History, Business Studies and Economics. Aims of the Course The course aims to challenge perceptions and stimulate investigative and analytical skills. It allows students to broaden their knowledge and understanding of places, environments, concepts, processes, interactions and change at a variety of scales from local to global. Students will be able to construct arguments and draw conclusions from geographical information and issues. Course Structure - Content and Assessment We will be following the syllabus offered by the AQA Examinations Board. There are two exam papers and one coursework unit. A Level Paper 1: Physical Geography (40% of A Level) Section A: Water and Carbon Cycles. Students will study the importance of the water and carbon cycles for life on Earth. It asks students to contemplate the significance of these cycles within the natural environment and human populations. Section B: Coastal Systems. Students will create an informed appreciation of the beauty and diversity of coasts and their importance as human habitats through studying the processes and landforms that shape the coastline. Section C: Hazards. Students will be taught to engage with many dimensions of the relationships between people and the environment through exploring the origin and nature of a variety of natural hazards and the various ways humans respond to them. Paper 2: Human Geography (40% of A Level) Section A: Global Systems and global governance. Students will contemplate the driving forces behind globalisation, the increased interdependence between people, states and environments and the complex dimensions of contemporary world affairs.
Section B: Changing Places. The focus for students is on people’s engagement with places, their experience of them and the factors and processes which impact places causing them to change and develop over time. Section C: Contemporary Urban Environments. Students look at urban growth and the environmental and social challenges facing human populations such as environmental sustainability and social cohesion. Geography Fieldwork Investigation (20% of A Level) Students are required to undertake 4 days fieldwork which begins to inform the independent investigation. Students will then create their own unique question/hypothesis, decide on the methods to use, collect and analyse data and finally conclude and evaluate the investigation. This is written up as a 3000-4000 word report. Geography and Key Skills Geography lends itself to the development of a wide range of transferable key skills. Studying geographical issues requires problem solving and critical thinking, while collecting and presenting fieldwork data develops digital literacy through the use if Geographical Information Systems (GIS). The fieldwork investigation fosters independence, self-motivation and how to manage time effectively. Students are also expected to read widely around the subject which prepares them for the challenges of university. Amy Greetham Head of Geography
HISTORY The Subject and its Potential The course will appeal to those students who: • have an interest in the study of the past and its importance • seek an academic challenge • enjoy debate • want an excellent springboard for the challenges of higher education • want a qualification that opens many opportunities both in higher education and in career choices. You will gain many transferable skills, analysis and interpretation of information and the ability to construct and justify a coherent argument. These skills are much sought after in many areas of academia as well as in commerce and industry. History combines well with humanities and is an excellent introduction to many BA Honours courses. History A Level can lead into careers such as law, the civil service, management and journalism. It is not essential to have studied History at GCSE to take A Level, but usually advised. Aims of the Course • to prepare students for degree-level study • to heighten awareness of the complex interrelation between social, political and economic factors in the decision-making process • to allow students to make sense of an increasingly complex and confusing world. Course Structure – Content and Assessment The course followed will be that of the 2015 Edexcel Board. A Level This is a linear qualification, all assessment to take place at the end of 2 years. Paper 1- Germany and West Germany, 1918-89 (2 hours 15 mins paper, 30%) A study in breadth, students will learn about key political changes experience in a unified Germany and then in West Germany after the Second World War, and the impact of these changes. This option contains a study in depth of historical interpretations on how far Hitler’s foreign policy was responsible for the Second World War. Paper 2 – Spain, 1930-78: republicanism, Francoism and the re-establishment of democracy (1 hour 30 mins, 20%) A study in depth of Spain, a dramatic period for Spaniards which spanned years of democracy, dictatorship and then democracy again, and led to the creation of the modern Spanish state.
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